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Exploring Foreign Language Students’ Perceptions of the Guided Use of Machine Translation (GUMT) Model for Korean Writing
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In: L2 Journal, vol 14, iss 1 (2022)
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Correlations Between Proposed Orthoepic Competence Descriptors and Japanese Language Ability
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In: Acta Linguistica Asiatica, Vol 12, Iss 1 (2022) (2022)
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Dysphonia among school teachers : perception and representations ; La dysphonie chez les professeures des écoles : perception et représentations
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In: https://tel.archives-ouvertes.fr/tel-03564756 ; Linguistique. Université de la Sorbonne nouvelle - Paris III, 2021. Français. ⟨NNT : 2021PA030011⟩ (2021)
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| 4 |
Dysphonia among school teachers: perception and representations ; La dysphonie chez les professeures des écoles : perception et représentations
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In: https://tel.archives-ouvertes.fr/tel-03152574 ; Linguistique. Université Sorbonne Nouvelle, 2021. Français (2021)
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Assessment of suicide and self-harm risk in foreign offenders. Evaluating the use of tree-drawing test. ...
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| 7 |
Investigation of Teachers’ Self-Assessment to Create a Positive Classroom Environment
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In: i.e.: inquiry in education (2021)
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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| 10 |
Assessment of Oral Skills in Adolescents
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In: Children; Volume 8; Issue 12; Pages: 1136 (2021)
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Motivation and Self-Regulated Learning in Computer Science: Lessons Learned From a Multiyear Program of Classroom Research
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In: Curriculum, Foundations, & Reading Faculty Publications (2021)
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Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
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Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
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In: Electronic Thesis and Dissertation Repository (2021)
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| 16 |
Ein Cloze Test zur Sprachstandserhebung portugiesischer L2 Lerner des Deutschen
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| 17 |
Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class
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In: Practical Assessment, Research, and Evaluation (2021)
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| 18 |
SELF ASSESSMENT FOR HIGHER LANGUAGE LEARNERS’ AUTONOMY
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 2, Pp 264-278 (2021) (2021)
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| 19 |
Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 9-25 (2021)
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Abstract:
El artículo actual tiene la intención de explorar si existen correlaciones significativas entre la autoeficacia de los estudiantes y la precisión de su autoevaluación y cómo la primera interviene en la segunda. Enmarcado dentro de un aula de interpretación de pregrado en China, que comparte objetivos pedagógicos similares con cursos generales de idiomas extranjeros, un total de 53 estudiantes de último año completaron una escala de autoeficacia en la interpretación (ISE) antes de autoevaluar su desempeño de interpretación consecutiva inglés-chino. Se emplearon pruebas de correlación de Spearman para investigar las correlaciones entre el nivel de ISE de los estudiantes y la precisión de su autoevaluación, en comparación con las calificaciones del maestro. Aunque ISE y la precisión de la autoevaluación se correlacionaron positivamente, la relación no fue significativa. El ISE de nivel medio a bajo solo podía predecir vagamente el desempeño de la autoevaluación de los estudiantes, pero los estudiantes eran capaces de realizar una autoevaluación precisa independientemente de su nivel de ISE. Esto justifica una reflexión más rigurosa sobre el aprendizaje autorregulado gracias a una autoevaluación precisa en las aulas de idiomas, que está informada simultáneamente por múltiples variables sociales y psicológicas que experimentan los alumnos individuales, como la autoeficacia ; The current paper intends to explore whether there are significant correlations between students’ self-efficacy and their self-assessment accuracy and how the former mediates the latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed an Interpreting Self-Efficacy (ISE) Scale before self-assessing their English-Chinese consecutive interpreting performance. Spearman correlation tests were employed to investigate the correlations between students’ ISE level and their self-assessment accuracy, compared with the teacher’s marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE could only vaguely predict students’ self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level. This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy
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Keyword:
autoeficacia de interpretación; autoevaluación; Chinese students; consecutive interpreting; estudiantes chinos; interpretación consecutiva; interpreting self-efficacy; precisión de autoevaluación; self-assessment; self-assessment accuracy
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8020372
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Students as partners in assessment (SaPiA): a literature scoping review
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In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020)
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